The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

Renés-Arellano, Paula; Aguaded, Ignacio; Serrano, María José Hernández

doi:10.5772/intechopen.97804

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…Teachers play an important role in the development and enhancement of the global quality of education, according to UNESCO (Renés-Arellano et al, 2021). Some of the roles of a teacher include: Teachers are those who convey information and abilities to students, assisting them in gaining the interpersonal skills necessary for success in life.…”

Section: The Importance Of Teacher Trainingmentioning

confidence: 99%

The Effectiveness of Experiential Learning Models in Teacher Training: A Case Study in Thai Nguyen Province, Vietnam

Khoa

Hường

et al. 2023

EJES

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The quality of education may be raised in large part by investing in teacher training. It contributes to the expansion and updating of professional knowledge, teaching abilities, and new and improved methods of approaching students. Teachers can also continue to grow individually via the refresher process, reflect on their teaching methods, and adjust to shifts in the educational landscape and the needs of their students. The purpose of the project is to identify an experiential learning-based teacher training paradigm that is efficient and workable. A pedagogical experiment using this model was conducted with two classes and 35 high school teachers in Thai Nguyen Province, Vietnam. The findings of the research, which used the document research approach together with expert opinion, demonstrate that learning via experience in teacher training has accomplished the desired objective in 5 key stages: (1) (1) Choosing a few standard lessons to organize to teach illustrations; (2) preparing to organize the illustration teaching after the standard lesson has been chosen; (3) practicing demonstration teaching; (4) organizing the discussion after attending the demonstration lesson; and (5) making personal plans to organize the lesson in accordance with the training's content. Article visualizations:<img src="/-counters-/soc/0111/a.php" alt="Hit counter" />

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Section: The Importance Of Teacher Trainingmentioning

confidence: 99%

The Effectiveness of Experiential Learning Models in Teacher Training: A Case Study in Thai Nguyen Province, Vietnam

Khoa

Hường

et al. 2023

EJES

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“…Competency #7: To raise the level for media literacy among students and manage the necessary changes (Renés-Arellano, et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Development of Media Competence of Future Teachers in the Conditions of Digital Education

UAIDULLAKYZY

2024

Pedagogy and Psychology

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In the context of digital education, the article analyzes how future teachers are developing their media competence. The ability to examine the stages of prospective teachers’ media competence development and analyze that development in relation to digital education constitutes the analysis’s key components. According to the goal of this study, an analysis of the psychological and pedagogical literature on the topic under study was carried out, as well as an analysis of the motivational component, which includes the motives for contact with media texts, the contact component as the frequency of communication with the media, informational, creative, perceptual, evaluative and practical components. When conducting an empirical study, modified blocks of questions of the A.V. Fedorov methodology were used to identify the development of future teachers’ media competence. The topic’s relevance under study is also described. The definition of «media competence” is given and the analysis of foreign literature in this area is carried out. The developmental stages of perceptual, interpretive, and creative indicators were identified. It was noted how perceptual and interpretative indicators related to one another as a result of the mutual examination and evaluation of media resources. Future educators gain crucial abilities for future professionals in the development of media competency, including new media competence, virtual collaboration, transdisciplinarity, and design thinking. Keywords: media competence, media resources, intellectual technologies, future teachers, network educational module, university.

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Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America

Mateus¹,

Andrada²,

González-Cabrera³

et al. 2022

Comunicar: Revista Científica de Comunicación y Educación

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The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education. La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática.

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The Revolutionary Media Education Decade: From the UNESCO to the ALFAMED Curriculum for Teacher Training

Cited by 3 publications

References 8 publications

The Effectiveness of Experiential Learning Models in Teacher Training: A Case Study in Thai Nguyen Province, Vietnam

The Effectiveness of Experiential Learning Models in Teacher Training: A Case Study in Thai Nguyen Province, Vietnam

Development of Media Competence of Future Teachers in the Conditions of Digital Education

Teachers' perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America

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